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Science at Alston Primary School







The Natural World

-Autumnal changes including weather, trees/ plants, clothes

-name and describe common farm animals

The Natural World

-know that animals live in different places.

-naming zoo animals

-plant and care for seeds and observe growth

The Natural World

-describing lifecycles-frogs



The Natural World

-name parts of the body

-explore our senses


The Natural World

-investigating changes in water and ice

-noticing seasonal weather changes




The Natural World

-describe changes when food is heated


The Natural World

-to use push and pull forces

-investigate properties of common materials ie; paper, stone, wood

-changes in ice/ water



The Natural World

-name and describe zoo animals

-name and describe common pets

-know why and how some animals are camouflaged

The Natural World

-describe a lifecycle; caterpillars


The Natural World

-to use push and pull forces



Year 1

My Body


What are toys made from?


Identifying animals


Identifying plants


Everyday Materials


Seasonal changes



Jane Goodall (Primatologist)

Alexander Parkes (1813-1890)

Sir David Attenborough

Beatrix Potter

Charles Macintosh and Martin Brock (contemporary)

George James Symons (Meteorologist)

Year 2

Living in Habitats


Exploring Everyday Materials


Growth and survival


Growing plants


Using Electricity


Super Scientists


Sylvia Earle

(Marine Biologist & Explorer)

John Boyd Dunlop Developed inflatable rubber tyres and Joe Zekoski (contemporary)

Maria Sibylla Merian

(Scientific Illustrator & Entomologist)


Sir Joseph Dalton Hooker (1817-1911)

Ben Franklin


Alexander Graham Bell

Lower KS2

Year 3

Health and Movement


Rocks, Fossils and Soils


Light and Shadow


Forces and magnets


How plants grow


What do Scientists do?


Elsie Widdowson (1906 - 2000)


Mary Anning (1799-1847) and Holly Betts (contemporary scientist)

Christiaan Huygens ( 1629-1695)

Mary Somerville (1780-1872

George Washington Carver

Thomas Edison

Year 4

Living in Environments


Changing Sound


States of matter (The Water Cycle, Evaporation and Condensation)


States of matter (Solids, Liquids and Gases)


Circuits and Conductors


Eating and digestion



Jane Goodall (1934-present) and Seirian Sumner (contemporary)


Alexander Graham Bell

Daniel Gabriel Fahrenheit

Pierre Gills de Gennes

Hertha Ayrton

William Beaumont (1785—1853)

Upper KS2

Year 5

Life Cycles


Earth and Space


Properties and changes of materials

(Everyday Materials)


Properties and changes of materials

(Separating Materials)


Forces in action



Changes and Reproduction



Sir David Attenborough and Sarah Fowler (contemporary)

Mae C. Jemison

Joe Keddie and John Dunlop

Antoine Lavoisier


Isaac Newton (1642-1727) and Emma England (contemporary)

Patrick Steptoe, Robert Edwards and Jean Purdy


Year 6

Classifying Organisms


Healthy Bodies


Evolution and Inheritance


Changing Circuits


Seeing light


Preparing for Secondary Science


Carl Linnaeus and Chris Nelson (contemporary)

Dorothy Hodgkin (1910 - 1994)

James Lind


Charles Darwin (1809-1882) and Naszneen Rahman ((contemporary)

Michael Faraday



Biology topics

Chemistry topics

Physics topics




Children at Alston Primary School will experience all aspects of Science developed in the Curriculum through PlanBee and planning tailored to the needs of the children at Alston.


We aim to provide a high-quality Science education through the understanding of the world through the specific disciplines of biology, chemistry and physics. Science has changed our lives and is vital to the world’s future prosperity, and all pupils should be taught essential aspects of the knowledge, methods, processes and uses of Science. Through building up a body of key foundational knowledge and concepts, pupils will be encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena. They will be encouraged to use scientific enquiry to understand how Science can be used to explain what is occurring, predict how things will behave, and analyse causes.



Understanding the World

The school has adopted the guidance in the statutory framework for the Early Years Foundation stage (September 2021) and is embedded in the seven areas of learning. All areas of learning and development are important and inter-connected and will promote children’s curiosity and enthusiasm for learning. The Early Years curriculum is book-based.


ELG The World:

Explore the natural world around them, making observations and drawing pictures of animals and plants

Know some similarities and differences between the natural world around them and contrasting environments, drawing on their experiences and what has been read in class

Understand some important processes and changes in the natural world around them, including the seasons and changing states of matter.


KS1 & KS2

The school has adopted the model outlined in the Science Curriculum 2013. The programmes of study for Science are set out year-by-year for key stages 1 and 2 and will be completed by the end of the key stage.  Regular review of the curriculum ensures breadth, balance, continuity and relevance to all pupils at Alston.




To achieve this aim at Alston we promise to:


 1.      To create an interest and positive attitude towards Science.


2.       To provide opportunities for children to explore both the physical and biological worlds.


3.       To create an environment in which children learn to use previous knowledge and skills to solve technological problems.


4.       To encourage children to work co-operatively to collect information and exchange ideas to further their investigations.


5.       To provide an environment where children are encouraged to explore and experiment.


6.       To develop manipulative and language skills.


7.       To provide experiences which enable the child to use and become familiar with scientific processes.


8.       To encourage children to acquire information from various sources and to check and compare their findings.


9.       To make the children aware of the environment and to develop enquiring minds.


10.     To encourage children to identify patterns and to seek to explain them.


11.     To set up appropriate investigations which will explain observed patterns.


12.     To train children to become skilled in handling equipment effectively and safely.






Teachers follow our own long-term overview, PlanBee and Love to Investigate, related to their current topic.  The Early Years curriculum is book-based.

The plans are reviewed regularly to ensure the topic areas are part of a holistic cross-curricular approach wherever possible. They build upon children’s prior learning as well as develop their skills and knowledge so that children are increasingly challenged as they move through the school.


In order to achieve this at Alston we ensure all pupils are:

Working Scientifically (at least 1 experiment per half term through Love to Investigate)

Asking questions

Recognising questions can be answered in different ways

Using a range of equipment

Identifying, classifying & grouping

Observing over time

Gathering data, pattern seeking

Comparative & fair testing


Presenting outcomes

Involved in scientific learning and enquiry through purposeful outdoor learning. This is through EYFS and outdoor play. Also, it is through trips e.g. Tame Valley

Ensuring progression

 Bridging gaps

 Differentiation and appropriate challenge to achieve or exceed ‘mastery’ of the programme of study

Receiving quality first teaching and assessment

Use spoken language:

Using relevant scientific language when discussing their ideas and communicating findings.

Learn about famous scientists.


Apply their mathematical knowledge to their understanding of Science, including collecting, presenting and analysing data.

Using skills from other disciplines when presenting outcomes.


Cross–Curricular links

Children are encouraged to use their English, Maths and computing skills whenever possible to present their work.



Children will have opportunities to use a range of computing resources to support them when:

Finding, selecting, and analysing information

Recording, presenting and interpreting data e.g. Bar Graphs

Reviewing, modifying and evaluating their work

Taking measurements e.g. measuring heartbeat, time or capacity



Reading texts of a scientific nature

Discussing what they have learnt

Recounting their observations of scientific experiments

Present their finding in a variety of ways e.g. reports, newspapers, leaflets, instructions



Using weights and measures and applying number

Estimating and predicting in investigations

Recording, presenting and interpreting



At Alston, we measure the impact throughout each ILP, teachers will monitor pupils' progress in scientific knowledge, understanding and skills by:

Observation and questioning

Marking of work

Discussions with the pupils

Assessing against the curriculum objectives




The leadership team and Science coordinator will monitor progress by:

Regular book trawls

Lesson observations

Deep dives


Teachers make informal judgments as they observe children during each Science lesson. At the end of a unit of work, the teacher makes a judgement against each objective in terms of ‘Developing ’, ‘Secure’ or ‘Exceeding’. This is recorded using spreadsheets specific to each year group. This information is used to inform future planning and used by the co-ordinator to monitor and help support the subject development.


 By the end of each key stage, pupils are expected to know, apply and understand the knowledge, skills and processes specified in the relevant programme of study detailed in the National Curriculum.